Vision 2020: Authors and Presenters

Conference Host

Anton Harfmann, Associate Dean, College of DAAP, University of Cincinnati

Anton Harfmann is an Associate Professor of Architecture in the School of Architecture and Interior Design at the University of Cincinnati. He is a registered architect and has taught construction technology, structures and design studio for more that 20 years. In addition to green design and construction his research and teaching efforts focus on the use of 3-D modeling of individual components of construction as an alternative method to conventional drawings to describe the assembly of buildings.

Currently Professor Harfmann is serving in the Dean's office as the Associate Dean for Academic Technology and Facilities in the College of Design, Architecture, Art and Planning. He led the University of Cincinnati Solar Decathlon collaborative team in 2007 and continues to conduct research in alternative energy design and construction. He also led the college's migration to a required laptop computer environment revamping the technology infrastructure to support the tsunami of students with laptops.

Institutional Panel Presentations

Isis Jones, CIO, Dr. Holly Ludgate, Luis Garcia, and Mark Gilbert, Full Sail

Educating through Media Design and Technology

Our digital age, the resources available to tell a story, explain a concept, or deliver a message are endless and accessible. By combining those resources with modern teaching methods, you can create an innovative learning environment that challenges and inspires your audience by getting them involved in the learning process. The implementation of the correct technology, creative concepts and delivery methods are crucial to the success of a 21st century education.

Professor Amanda Brown, Professor Paul Stauffacher, Professor Mahshid Jalilvand, Wendy Swanson, University of Wisconsin-Stout

Assessing Academic Transformation Through Education

Higher education is charged with developing students' knowledge, skills, and professionalism through engagement in the course content. Dependence on traditional methods ("chalk and talk") ignores the ubiquity of technology in student's lives and futures. This panel explores the integration and assessment of educational technology in general education courses.

Panelists will discuss their university-sponsored Academic Transformation Pilot Projects in the areas of public speaking and economics. Panelists investigated integrating educational technology to manipulate the impact on student engagement, learning, and class performance. Panelists directly compared classes using educational technology with those using traditional lecture and discussion methods by using survey data (qualitative and quantitative), test scores, electronic journals and final grade. These projects are ongoing, but preliminary data reveal positive impacts resulting from the use of educational technology.

Andrew Yu, Mobile Devices Platform Coordinator. IS&T, MIT

Mobile Information Services at MIT

MIT is deploying the mobile information services that include mobile web and interactive text messaging service for use by students, faculty, and staff. We will share our experiences in the development and deployment of the service as well as the long-term vision for the project.

Roy Weaver, Dean, Ball State Teachers College, Dr. Laurie Mullen, Dr. Mike Modesitt, Dr. Matthew Stuve

Transforming the Learning Environment Through 1:1

Six years ago an Apple notebook requirement was implemented for all incoming teaching majors at Ball State University. Today, nearly 4,000 undergraduate teacher education majors are armed with Apple technology as are the faculty who work with them in five colleges engaged in teacher preparation. Leaders in this campus-wide innovation will explore: (1) why this decision was made, (2) how it has been supported -- infrastructure, finances, faculty development, curriculum, and performance-based assessment and (3) how it has impacted student and faculty work and performance.

Kevin Roberts, CIO, George Saltsman, Dr. James Langford, Abiliene Christian University

Mobile Learning and the Connected Campus

Mobile technology is shaping the way we live, work and learn. Since education can now take place in the classroom or virtually anywhere, ACU is committed to exploring mobile learning technology that makes sense for our students and their future.

ACU leaders have given top priority to researching and developing a "connected" 21st century campus, integrating technology into course curriculum and campus life.

This Fall ACU will deploy iPhones or iPod Touches to every incoming freshman. In this presentation we will explore this innovative and collaborative initiative from the perspective of an educator, an administrator and a technologist.

Ann E. Barron, Colleen Kennedy, James Welsh, College of Education, University of South Florida

iTunes U: Changing the Culture of Higher Education

How can universities best educate "digital natives" - students who grew up in a world of iPods, DVDs, and cellphones? To meet this challenge, the University of South Florida (USF) joined iTunes U. The College of Education, as one of two pilot programs for the University, created an iTunes U site, trained its faculty to incorporate podcasts in their curriculum, and uploaded over 3400 educational podcasts. The results have been phenomenal - podcasts have been implemented in innovative ways by both faculty and students within the College of Education. In addition, the digital resources have been accessed by educators throughout the world. In fact, USF has frequently appeared among the "Top 10 Downloads" on the Apple iTunes site. USF is currently expanding the iTunes U initiative campus-wide to provide a digitally ubiquitous environment for all faculty and students. This presentation will outline issues related to the implementation and administration of iTunes@USF and how it has helped to change the curriculum, campus and culture.

Laura Zarrow, Associate Provost, The University of the Arts

Ubiquitous Communication in a Post Digital World: Why Art Mattersr

On the heals of implementing a University-wide laptop program at The University of the Arts, Zarrow considers the next steps - how ubiquitous technology will be used, and how we need to change educational practice in order to prepare students for the profound changes that such technology brings.

This presentation is a media-enhanced mandate for the expansion of the core competencies that are expected of college graduates to include aesthetic literacy and fluency- where a digitally-equipped populace is educated not just to write well, use software confidently, and be critical consumers of media, but to strategically and competently generate media that communicates effectively, utilizing aural, visual, and kinetic languages and technologies with the clarity, ease and style of true fluency.

Zarrow outlines a path that mines professional arts education and the power of creative technology to equip all students with the skills needed to thrive in the digital age.

Rob Rennie, VP, Technology and CIO, Florida Community College, Jacksonville

Creating Academic Value through Innovation

Florida Community College has dedicated itself to technology leadership & innovation to create maximum value for faculty and students. The College's implementation of Apple iPhone/iPod-based solutions, MacBook Pro faculty computing configurations, and content management & delivery through iTunes U are integral elements of its technology vision. During this session the College will share its experiences, progress, and results from its latest innovation efforts focusing specifically on creating value.

Jeff Huskamp, Vice President and CIO, Pam Burton, Director, User Support Services, Vernon (Skip) Warnick, Manager, Portal and Web Services, D. Britt Reynolds, Associate Director, Undergraduate Admissions, University of Maryland, College Park

Incorporating Mobility Technology Into Campus

The University of Maryland is conducting a pilot this fall with 200 freshmen scholarship recipients who will receive an iTouch (upgradable to an iPhone) as part of their scholarship award. Maryland will be developing University of Maryland specific applications that will be iTouch/iPhone resident and will be loaded on the devices as a "Maryland image." Initial applications will focus on delivery of academic content, emergency management, and mapping. The pilot will also leverage the campus relationship with Avaya that will provide voice-over-IP services to campus. Leveraging this relationship could provide insight into how to position campus telecommunications services to be more relevant to the student experience.

Alan Labb, Associate Dean of Technology, The School of the Art Institute of Chicago

One Size Fits All: Artistic Mobility and Pervasive Computing at The School of the Art Institute

For 140 years, the School of the Art Institute of Chicago has been committed to innovation in art education. SAIC believes we have a responsibility as an institution to ensure that our students are conversant with technological advances and digitally literate. In order to ensure integrated curricular technology and equal access to a wide range of software, technical support and training, all incoming undergraduate students are required to purchase an Apple laptop computer through the School. This presentation will discuss the motivation, planning, implementation, support, and lessons learned, five years after establishing a laptop requirement to support the school's trans-disciplinary curriculum.

Brian Brooks, Associate Dean, Missouri School of Journalism and Keith Politte, University of Missouri

Reaching and Teaching the Digital Native

The entire field of journalism is dramatically changing, requiring us to reexamine the way we think about journalism and how we teach. Digital technology opens intriguing possibilities for enhancing the curriculum at relatively low cost. Today's students learn best in a collaborative involvement using the tools with which they grew up - computers, television, mobile phones, gaming devices and music players.

Students live in the digital world; it is important that we engage them in that space. This presentation will address not only why the School engaged in a dramatic curriculum enhancement project, but also the "nuts and bolts" of how the Journalism school is transforming its instructional operations based on the infusion of technology into the classroom.

Mary Fran Breiling, Interim Associate Director, Center for Faculty Development and Director, San Jose State University

Wireless Laptop Pilot Project, Wireless Laptop Project: A Proven Model

The project began with the School of Art and Design, the School of Journalism and Mass Communication and three departments in the College of Education. The project has grown to include Computer Engineering, Computer Science, Masters of Public Administration, and the School of Library and Information Sciences, Faculty professional development and student support services are critical components of the program.

San Jose State University, a public four year university in the California State University System, established a laptop project as a teaching and learning initiative to equip students with the technology skills needed in a knowledge-based global economy in Spring 2002.

Academic Scholarly Presentations

Mike Zender, Director of Graduate Studies in Design, School of Design, University of Cincinnati

Interactive Knowledge = Future Scholarship

Collective intelligence leverages knowledge communities to build knowledge faster and more comprehensively by working collaboratively and competitively. "No one knows everything, everyone knows something, all human knowledge resides in humanity." (Levy) Wikipedia is founded on this concept but is limited to proven knowledge, 'knowledge that resides.' Digital ubiquity in academe can also empower knowledge generation and sharing. This presentation reports on a research project that developed prototypes to explore the concept of interactive on-line journals of the future as forums for original research and thought. The results are an invitation to further exploration and testing of the possible impacts of interactive academic community journals on the creation of new knowledge.

Joseph Cevetello, Senior Director Academic Technology, , Loyola Marymount University

Forward Through A Rearview Mirror

For over one hundred years, the desire to deliver education with technology has remained a consistent aspiration of educators; yet, the impact of the vast majority of these technologies has been marginal at best. In reality, the use and application of technology in education has been a history of robust and great promise with little real impact. Educational technology proponents rarely reference this past, and this lack of historical context handicaps meaningful discourse about educational technology use and impairs us from coming to a meaningful understanding of how to use technology correctly and effectively in educational contexts.

This presentation will consider how the past can inform the present. Will current technologies and claims about how they will improve learning environments in higher education be more successful than the past? How can we avoid the pitfalls and disappointment of previous proponents and the technology they supported? Why is it different today?

Ed Berger, Assoc Professor, Univ of Virginia

HigherEd 2.0: Web 2.0 in the Classroom

The HigherEd 2.0 project leverages the incredible power of web 2.0 tools for higher education in engineering, and uses a range of evaluation approaches and metrics to assess learning outcomes. We deploy podcasts (enhanced and full video), blogs, wikis, and a variety of student collaborative projects in undergraduate engineering foundations courses to unleash student creativity and use a constructivist paradigm for learning. The evaluation program, conducting in partnership with Virginia's Curry School of Education, includes both quantitative and qualitative data. Our recent evaluation results indicate that certain types of content ("video solutions") add significant value to the learning process, and enable students to engage more deeply with the course content.

Frederick Burrack, Assistant Professor of Music Education, Kansas State University

Technology Assisted Field Experience Observation

Videoconference technology allows observation and mentoring of new teachers providing timely guidance toward enhancing effective teaching skills. Broadband Internet facilitates professional development with high quality mentors alleviating restrictions of distance or schedules. This presentation describes the process of professional development for novice teachers with observation, feedback, and discussion via iChat videoconference technology.

Jon Clausen, Assistant Professor, Dr. Mark Malaby, Ball State University

Think globally, act globally

Think globally, act globally: Making technology meaningful in the University environment. Ubiquitous technology access is not enough to transform our institutions. We must change the way we conceive technology use if faculty and students are to make the most of the new affordances that technology offers. While technology is ubiquitous at Ball State University, the knowledge needed to meaningfully utilize these technologies in a transformational manner is not always apparent for administrators, faculty, and students. New models of technology integration, which emphasize collaboration, the teaching and learning process, and clear articulation of the relationships between content and pedagogy, are needed in order to take full advantage of university efforts to provide infrastructure and access to new technologies. This paper outlines one such model where technological resources were acquired in order to transform a traditional education class into a technology rich service learning environment.

Susan McKelvey, Director of Assessment, School of Education, Virginia Commonwealth University and Matthew Stuve, Visiting Scholar, Virginia Commonwealth University

Deployment and Integration of Assessment Systems

As a result of data-driven requirements for higher education accreditation organizations, assessment has become a shaping force of instructional change in universities and professional programs. Database-driven assessment systems have emerged as courseware to facilitate performance assessment that is integral with everyday instructional practices. In this presentation, the cases of two programs from two universities are presented as they each integrate the same assessment system into their unit and academic programs. A model for deployment and integration of an assessment system has emerged from theses cases, as a response to the demands of data-driven accreditation and program improvement. The demands of such reform have challenged organizational and technological structure in unprecedented ways. In a process that lasts between 12 and 24 months, we describe four distinct yet overlapping phases of activity: Leadership, program modeling, instructional and professional development, and reporting.

Poster Sessions

Jerry Case, Academic Technology Support, Teachers College, Ball State University; and Matthew Stuve, Director of the Center for Technology in Education, Ball State University

iStudio: The discovery hub for digital media

The iStudio is a digital media studio where students and faculty in teacher education can explore digital media, receive consulting, and produce content for teaching, learning, research, and outreach. The mission of the iStudio is to advance the digital media and computing skills and competencies of teacher education students, faculty, and K-12 educators collaborating with the faculty and students of Ball State University. The iStudio realizes its mission via the following professional services and initiatives:

1. Serve as a context for clinical practice for Ball State students who either work in the iStudio or who utilize the iStudio as part of their academic immersive experiences
2. Provide consulting, training, videography, pre- and post-production support for iStudio/iTunes U-related content
3. Support teaching and research initiatives in the TC's professional programs in educational technology
4. Provide equipment checkout for iStudio/iTunes U projects and for students

Julie Biddle, Graduate of Ball State Teacher Education Program; Matthew Stuve, Associate Professor; and Jerry Case, Academic Technology Support, Teachers College, Ball State University (poster)

Students' Portfolios as Institutional Models

Reflective, developmental web-based portfolios can be constructed using a variety of means and technologies. As part of our laptop and portfolio requirements, students for four years had been using older techniques of web site construction that were limiting their use of digital media. After two years of using blogs and RapidWeaver to develop a replacement method for portfolio development, a new model emerged that drew more naturally from the students' "native" digital literacy. In this presentation, a Ball State student discusses her role in shaping her portfolio around her native digital literacy and these new portfolio techniques, and how that experience served as an exemplar for the new program-wide model for digital portfolios. That institutional model, and its training and support initiatives, is designed around ubiquitous access to both computing and instructional opportunities for media production.

Matthew Stuve, Julie Biddle, and Megan Noel, Ball State University

Using Video and Web Exhibits for Meta-Reflection

While digital video has been used as embedded web objects since the mid 1990s, the tools for production and distribution have only recently reached "consumer grade", permitting ubiquitous opportunity for using video to represent learning online. This was explored in an immersive learning course within a teacher education program in which students produced videos of teaching performance and then engaged their cooperating teachers in a reflective dialogue of the edited videos. The students employed a sophisticated range of video-graphic and post production techniques to capture the unique qualities of classroom teaching with children. We will discuss the videos produced as a narrative of performance as well as the reflective videos used to evaluate the performance from academic and professional perspectives. Finally, we will present an instructional framework for capturing, editing, and using digital video to support reflection in the form of web-based exhibits as a generalizable mode Using video and web exhibits for meta-reflection.